T abajo Fin de Más e
An Imp o emen P oposal o he “C ime” Uni Plan
P opues a de Mejo a de la Unidad Didác ica “C imen”
Au o
Ada G acia Gu ié ez
Di ec o
Ca men Fo ns Ma ínez
Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o,
Fo mación P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as
Facul ad de Educación
Cu so 2019/2020
Table o con en s
Abs ac
1.In oduc ion 1
2. Pu pose and Objec i es 2
3. Jus i ica ion and Theo e ical F amewo k 4
3. 1 CLT app oach: O igins and Cha ac e is ics 5
3.2 Mo i a ion, In e ac ion and Coope a i e wo k 6
3.3 Di e ences Among Lea ne s (Anxie y) and Va ied Lea ning S yles 8
3.4 Sca olding and Feedback 9
4. Me hodology 10
5. Uni Plan P oposal 12
5.1 Con ex 12
5.2 Con ibu ion o he Key Compe ences 13
5.3 Objec i es and Con en s 13
5.4 Lesson Plan 14
5.5 Ma e ials 17
5.6 E alua ion C i e ia 18
6. Conclusions 19
Wo ks ci ed 21
Appendices 23
1. Assignmen s used as e idence o he necessi y o imp o emen 23
2. Objec i es and Speci ic Con en s 23
3. Lesson Plan 24
4. Ma e ials 25
5. E alua ion C i e ia 36
Abs ac
In he ollowing disse a ion I ca ied ou a p oposal o imp o emen o he uni
plan ha I ha e designed o he P ac icum II pe iod en i led “C ime”. As his uni was
a ec ed by he heal h ale si ua ion in ega ds o me hodology, hy hm, and class
dynamic, I ha e ied o change and imp o e hose aspec s. In o de o accomplish he
men ioned pu pose, I ha e based he p esen empi ical pape on a se ies o heo e ical
s udies ela ed wi h Second Language Acquisi ion (SLA) and Communica i e Language
Teaching (CLT). Fu he mo e, I ha e ocused on lea ne s indi idual di e ences, mainly
on he issues o anxie y, since hey mus be se iously aken in o accoun as well as he
di e se lea ning s yles o s uden s. I ha e also explo ed some au ho s on P ojec Based
Language Lea ning (PBLL) as i is he me hodology used o design he uni plan, and I
paid a en ion o he speci ica ions s a ed on he A agonese Cu iculum abou he con en s
ha s uden s o 3 d o ESO mus be augh . By making use o all hese ools , I ha e sough
o c ea e a uni which imp o es s uden s lea ning expe ience by p omo ing c i ical
hinking on he cen al opic o he uni and by con ibu ing o he de elopmen o s uden s
skills and compe ences, chie ly he communica i e one.
Keywo ds: PBLL, Communica ion, In e ac ion, Collabo a i e and Coope a i e wo k,
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1. In oduc ion
In he p esen empi ical pape I am going o analyze he p oposal o imp o emen
o he uni en i led “C ime” c ea ed o he P ac icum II pe iod which I ha e ans o med
in o an enhanced uni called “Mind Cybe ne ic C imes!”. I will p oceed o explain he
eason why I decided o make a p oposal o upg ade he o iginal uni .
One o he equi emen s o he Mas e de P o eso ado is o c ea e a lesson plan
du ing he P ac icum pe iod which la e on is augh in a eal high school wi h s uden s
o seconda y manda o y educa ion. In my case, his expe ience had o ake place in La
Anuncia a school. Howe e , he p esen academic yea had been a ec ed by he heal h
ale si ua ion which impeded he usual de elopmen o his p ac ice. This ac unchained
a ci cums ance in which eaching ook place in a a ie y o con ex . In ega ds o my
si ua ion, I de eloped my lesson plan h ough he Hangou s Mee pla o m, ha is ia
online. Taking in o accoun ha he P ac icum akes place in he hi d imes e o he
yea , i could be obse ed ha s uden s’ le el o anxie y inc eased when acing a new
eache . This is some hing ha d o sol e when he me e con ac wi h he lea ne s is
h ough a sc een. This unusual con ex did no only a ec o s uden s’ anxie y, bu also
o he hy hm and amoun o wo k, o he class oom dynamic and o me hodology.
The e o e, my in en ion is o p opose an imp o ed and enla ged uni plan om which
s uden s’ can ex ac a mo e p o i able lea ning expe ience.
The p oposal a ises om he necessi y o making a mo e communica i e and
in e ac i e uni plan which o iginally was made up mainly by indi idual ac i i ies. Hence,
i s ele ance esides on he c ea ion o a uni plan which is eally ad an ageous o
lea ne s and which gi es p io i y o communica ion. Thus, he main objec i e o he
p esen empi ical pape is o change he o iginal uni in such a way ha he new one
e ol es a ound he concep s o communica ion, in e ac ion and collabo a ion and
coope a ion.
In o de o accomplish he men ioned imp o emen , i s I ha e designed a uni
plan in eg a ed by ac i i ies which implies g oup wo k and ha equi es communica ion
among s uden s. In o de o accomplish his pu pose, I ha e e ised some li e a u e on
Second Language Acquisi ion (SLA) and Communica i e Language Teaching (CLT)
p inciples. Fu he mo e, I ha e ocused on heo y abou di e en issues such as he
indi idual di e ences o he lea ne s, hei a ec i e il e o mo i a ion because hese
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ac o s can a ec lea ne s and also hei e iciency o a g ea ex en . I ha e also ead
abou P ojec Based Language Lea ning (PBLL) since i is he me hodology chosen o
ca y ou he men ioned imp o emen . This is so because his me hodology has
collabo a i e and coope a i e wo k a i s co e and, he e o e, i enables he de elopmen
o he communica i e compe ence. Besides, I ha e also paid a en ion o he Cu iculo
A agonese as i s a es he manda o y con en s ha he s uden s o seconda y compulso y
educa ion should be augh . I also se es as guide ega ding he compe ences, objec i es
and e alua ion c i e ia.
2. Pu pose and Objec i es
In his sec ion I will b ie ly explain he pu pose and objec i es o he p esen
empi ical pape .
Gi en he ac ha he P ac icum pe iod II ook place in anomalous ci cums ances,
I was obliged o c ea e a uni plan which adjus ed o he heal h ale si ua ion. As i can
be imagined, his e en condi ioned o a g ea ex en my decisions when c ea ing and
designing he di e en elemen s ha con o med he uni . I made up he men ioned uni
ollowing he eaching s yle o my men o so as no o al e he lea ne s’ hy hm o wo k.
Howe e , he uni is a om wha I would ha e p oposed in an o dina y con ex . I would
ha e c ea ed a uni based on in e ac ion and communica ion, bu ins ead i was mainly
composed by indi idual ac i i ies. Consequen ly, in he new p oposal I would like o
ollow CLT and SLA p inciples mo e ai h ully as well as o wo k h ough a p ojec based
language lea ning me hodology. The e o e, I ha e c ea ed ac i i ies which allow
in e ac ion be ween he lea ne s and also collabo a i e and coope a i e wo k. My pu pose
is o make hem mo e communica i e and appealing in o de o aise s uden s’ le el o
mo i a ion and imp o e hei lea ning p ocess. Mo eo e , I wan o p o ide a ied
esou ces so as o a end o he di e en lea ning s yles. Thus, he ul ima e aim o his
essay is o en ich he uni c ea ed o he P ac icum by making se e al changes on
me hodology, hy hm and amoun o ac i i ies and class oom dynamic. Due o hese
easons he objec i es o he essay a e he ollowing:
1 To make he uni communica i e: he uni ha I c ea ed was called “C ime” and
i was chie ly o med o indi idual ac i i ies. The e o e, his ac impeded communica ion
among s uden s. Taking in o accoun ha he aim is o each English, which is a language,
communica ing mus be a he co e o he uni . Ha ing said ha , one o he main goals o

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he essay is o e ise and ec ea e he ac i i ies designed o he P ac icum uni plan and
ans o m hem in o ac i i ies which allow communica ion.
2 To make he uni mo e collabo a i e and coope a i e in o de o p omo e
in e ac ion: ano he objec i e is o encou age s uden s o wo k in pai s o g oups so as o
ake ad an age o hei ma es while in e ac ing du ing hei lea ning p ocess. This
dynamic will allow communica ion and s uden s will lea n how o ela e wi h hei ma es
and how o beha e when wo king collabo a i ely and coope a i ely.
3 To enla ge he uni : be o e c ea ing he uni we assis ed ia online o he men o
lessons so as o see he hy hm and dynamic ha s uden s and he eache had. I ied o
adjus he uni acco ding o wha I obse ed and he ips gi en by my men o . This esul ed
in a educed e sion o a uni plan. As s uden s had o wo k on hei own in hei houses
he amoun o wo k was conside ably ewe . The e o e, my objec i e is o c ea e mo e
exe cises and ac i i ies and p o ide hem wi h mo e esou ces so as o imp o e hei
lea ning expe ience.
4 To gi e s uden s di e en ia ed oppo uni ies o lea n so as o a end o hei
di e en lea ning s yles: as a eache I mus be awa e ha he e a e se e al lea ning s yles.
The e o e, he same con en can be p esen ed in se e al ways so ha s uden s can ake
ad an age o he one which ixes be e wi h hei own lea ning s yle. Thus, I ha e o ake
his ac in o accoun in o de o p o ide s uden s wi h di e en esou ces which allow
hem o lea n mo e e ec i ely.
5 To de elop se e al compe ences: he p edominance o indi idual ac i i ies in
he o me uni di ec ly caused an impedimen o s uden s o in e ac and communica e.
The e o e, he communica i e compe ence, which mus be inhe en ly de eloped when
eaching a language, could no be de eloped in any way. Mo eo e , he absence o
ac i i ies in pai s o g oups did no enable he de elopmen o he social and ci ic
compe ence. Hence, he aim is o c ea e ac i i ies o de elop he abo e men ioned
compe ences. Mo eo e , as s uden s a e going o wo k in a p ojec hey need o look o
in o ma ion. Thus, he digi al compe ence is also de eloped. Finally, he cul u al
awa eness compe ence can also be de eloped because he opic o cybe c ime has a lo
o b anches ha can be explo ed by he s uden s and ha a ec nowadays socie y.
6 To imp o e he uni so as o make i mo e mo i a ing: ano he objec i e is o
a ac s uden s’ a en ion owa ds he opic o he uni and he ac i i ies. Fo his pu pose,
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he ask designed mus equi e s uden s o each objec i es ha awaken hei cu iosi y and
ha e en ually mo i a es hem.
7 To p o ide s uden s wi h sca olding and eedback: ano he aim is o p o ide
s uden s wi h o ma i e eedback. Tha is, eedback ha hey can use and pu in p ac ice
o imp o e hei lea ning. Mo eo e , he ole o sca olding is also signi ican as i can
ma k he di e ence be ween no been able o ca y ou a ask o accomplish i wi h
success. Thus, I should analyze e e y ac i i y in o de o p o ide an adequa e sca olding
o s uden s o each hei goals.
8 To lowe s uden s’ anxie y: du ing he P ac icum I was in cha ge o eaching he
i s uni plan ha I c ea ed o s uden s o 3 d yea o ESO. This expe ience akes place
almos a he end o he hi d imes e o he yea . This ac oge he wi h he anomalous
ci cums ances and wi h he issue o acing a new eache ha hey do no know inc eases
hei le el o anxie y. The e o e, my aim is o c ea e an ac i i y which allow he lea ne s
o know mysel so ha hey can eel secu e and lea n in a mo e e ec i e way.
9 To de elop a p ojec based language lea ning: I conside ha his me hodology
p o ides an en iching expe ience because s uden s lea n h ough he p ocess while hey
a e in es iga ing, and he e o e, a g ea e in e es abou he opic a ises on hem.
Fu he mo e, I belie e ha i is a good op ion o os e he s uden s’ au onomy. Besides,
i implies g oup wo k which coun enance he de elopmen o he abo e men ioned
compe ences, mainly he communica i e one. Thus, he p ojec based language lea ning
me hodology allows me o accomplish he al eady explained objec i es.
To sum up, he desi ed objec i e o he essay is o make se e al changes so as o
ans o m he o me uni in a uni plan which is lea ne -cen e ed and which is chie ly
in eg a ed by in e ac ion, communica ion and collabo a i e and coope a i e wo k.
3. Jus i ica ion and Theo e ical F amewo k
Du ing he P ac icum II pe iod I was asked o elabo a e a uni plan. My in en ion
was o c ea e a uni which was mainly ocused on communica ion. Ne e heless, he
ex ao dina y ci cums ances o he heal h ale si ua ion o ced my o adjus o i and o
c ea e a uni plan cons i u ed by indi idual asks. The e o e, he e is an impedimen o
he de elopmen o he communica i e compe ence which is a he cen e o he language
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eaching class ooms. Hence, in o de o sol e his p oblem, my in en ion is o c ea e a
p oposal so as o imp o e he o me uni . This imp o ed e sion mus e ol e a ound
communica ion and in e ac ion. I is due o his ac s ha I am going o ely on some
li e a u e abou CLT (Communica i e Language Teaching) app oach, in e ac ion and
coope a i e wo k as well as abou se e al ea u es ha mus be aken in o accoun when
designing a uni . Those ea u es a e mo i a ion, lea ne ’s indi idual di e ences, mainly
anxie y, and a ied lea ning s yles. Mo eo e , I will also make a b ie e e ence o he
hemes o sca olding and eedback as hey play an impo an pape in s uden ’s lea ning
p ocess.
3.1 CLT app oach: O igins and Cha ac e is ics
B andl s a es ha G amma - ansla ion me hod has been he p eeminen me hod
in ega ds o he ield o language ins uc ion du ing many decades (2008: 2). This
me hod elied on ocabula y lis , ansla ion, epe i i e p ac ice and deduc i e app oaches
( ha is o each g amma ules and hen ca y ou con olled p ac ice o hem) as he bes
way o acqui e a language. Thus, li le a en ion was dedica ed o gain o al p o iciency
whe eas he mas e y o g amma was a he co e o he me hodologies o he ime.
Richa d & Rodge s (2001: 1) explain ha due o he ac ha a need o de eloping
speaking skills was iden i ied by educa o s, he G amma - ansla ion Me hod s a ed o
be ques ioned owa ds he mid o he 19 h cen u y. All his led o he eme gence o a
a ie y o app oaches and me hods du ing he 20 h cen u y (Richa d and Rodge s 2001:
4). Mi chell and Myles (2013: 46-47) si ua e he 1980s as a pe iod o s ong de elopmen
on he ield o SLL. Specially signi ican is he pa adigm shi , also called “sociolinguis ic
e olu ion”, which lou ished as a demand o he B i ish applied linguis ic o make a mo e
p ac ical and communica i e use o he language (Richa d and Rodge s, 2001: 7).
Ligh bown (2000: 435) ea i ms his ac and adds ha he change was un e e ed by “ he
na ional- unc ional syllabus mo emen in G ea B i ain”. Gi en hose changes, he
communica i e compe ence u ned in o he main goal o he language eaching. As a
esul o his change, in s ead o a sys em, language s a ed o be pe cei ed as an
ins umen o communica ion.
This u ning poin lead o he bi h o he CLT app oach. Richa ds inds ha he
app oach can be seen as “a se o p inciples abou he goals o language eaching, how
lea ne s lea n a language, he kinds o class oom ac i i ies ha bes acili a e lea ning,
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and he oles o eache s and lea ne s in he class oom” ( 2006: 2). Mo eo e , Dö nyei
de e mines ha CLT me hodology e ol es a ound he lea ne ’s pa icipa ion in
signi ican L2 communica i e ins ances which esemble eal-wo ld si ua ions (2009: 1).
On his pa , B own expounds ha he main cha ac e is ics o CLT a e he ollowing
(2007: 46-47):
1. “o e all goals”: he s ess mus be pu on g amma ical, unc ional,
sociolinguis ic and s a egic compe ences. Tha is, he di e en cons i uen s o he
communica i e compe ence.
2. “ ela ionship o o ms and unc ion”: language echniques a e used as a medium
o he lea ne o make a unc ional and meaning ul use o he language.
3. “ luency and accu acy”: bo h skills mus be paid equal a en ion as one
complemen s he o he .
4. “ ocus on eal wo ld con ex ”: he communica i e ins ances gi en in he
class oom mus equip s uden s wi h skills o be compe en in eal wo ld-con ex si ua ions.
5. “au onomy and s a egic in ol emen ”: au onomous lea ning is os e ed by
aising s uden s’ awa eness abou hei own lea ning s yles.
6. “ eache oles”: he eache do no embodies a sup eme sou ce o knowledge.
In s ead, i acqui es he ole o a an assis an .
7. “s uden oles”: s uden s ca y ou an ac i e pa icipa ion in hei p ocess o
lea ning a language.
The e o e, i can be said ha he eme gence o CLT app oach supposed a change
in he pa adigm o language eaching which nowadays gi es p io i y o communica ion
as he bes medium o lea n a language. In ac , he impac o his app oach was so
signi ican ha he A agonese cu iculum, which in he p esen s days es ablishes he
compulso y con en o s uden s o seconda y manda o y educa ion, concu s wi h CLT
p inciple as i cen es he communica i e compe ence as he main objec i e o be achie ed
in he p ocess o lea ning a o eign language (O den ECD/2016 de 26 de mayo).
Acco ding o his app oach, i has been es ablished ha he main aim o language
eaching is communica ion. As I ha e placed his ea u e as a cen al one o my uni plan,
I mus ely on his app oach. In addi ion, due o he ac ha he CLT app oach is lea ne -
cen e, I ha e decided o ollow i .
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5. Uni Plan P oposal
5.1 Con ex
The uni plan ha I ha e designed is en i led “Mind Cybe ne ic C imes!”.
I deals wi h he opic o c ime, mo e speci ically, i is cen ed a ound cybe ne ic ype o
c imes. I ha e decided o deal wi h he issue o cybe ne ic c imes because, as i s name
indica es, hey occu h ough elec onic de ices wi h which s uden s a e e y much
amilia ized. Thus, my in en ion is o b oaden s uden s’ no ion o he opic by wo king
on di e en ypes o cybe ne ic c imes and he social impac ha hey gene a e and he
consequences ha hey ha e. Mo eo e , since lea ne s a e he basis o omo ow’s
socie y, he main goal o he uni is o make s uden s de elop a c i ical hinking abou he
heme h ough i s unde s anding and o con ibu e o he acquisi ion o he English
language. Rega ding s uden s’ p e ious knowledge, hey a e well in o med as hey a e
ac ual use s o he social ne wo ks whe e hese kind o news usually appea s and which
in ac can also be subjec s o hese ypes o c ime.
In ela ion o he s uden s, he uni plan c ea ed will be augh o lea ne s o 3 d o
ESO. The class oom is composed by ele en s uden s, nine gi ls and wo boys
espec i ely. Some o hem p esen some basic knowledge o English. Ne e heless, he
majo i y o hem ha e a goo mas e y o he language.
5.2 Con ibu ion o he key compe ences
The uni plan c ea ed con ibu es o he de elopmen o se e al compe ences.
The Lea ning o Lea n (LTL) compe ence is de eloped mainly h ough he
elabo a ion o he inal p ojec as s uden s a e equi ed o wo k au onomously, he e o e
hey mus manage hei ime and make decisions. The ac o o ganizing he s uden s in
eams implies g oup wo k which allows he de elopmen o he Social and Ci ic (SCC)
compe ence. Mo eo e , he Cul u al Awa eness (CAC) compe ence is de eloped h ough
he ea men o he opic o cybe ne ic c imes by aising s uden s’ awa eness o i s
consequences and impac . The Digi al compe ence (DC) is de eloped ough he di e en
session since he eache makes use o he ICTs o p o ide s uden s wi h inpu . Mo eo e ,
lea ne s need o make use o he ICTs ools in o de o accomplish he di e en asks ha
hey a e equi ed o ca y ou . Finally, he communica i e compe ence (CC), which is a

14
he co e o he uni plan, is de eloped all along he uni . I is de eloped bo h when
eaching ocabula y and g amma and also by means o he o he ac i i ies ha mus be
comple ed in g oups and in which s uden s mus communica e.
5.2 Objec i es and con en s
The objec i es o mula ed o he uni plan “Mind Cybe ne ic C imes!” ha e
been selec ed aking in o accoun he e alua ion c i e ia speci ied in he Cu iculo
A agonese. The e o e, as he communica i e compe ence is s a ed as he main goal o be
achie ed in he language class oom by he cu iculum, he objec i es c ea ed e ol e
a ound his idea. Apa om he Cu iculum, I ha e also paid a en ion o he chosen
me hodology o c ea e he objec i es o he uni . Mo eo e , I ha e o mula ed he
objec i es aking in o accoun he desi ed con en s and knowledge ha I wan ed s uden s
o acqui e and lea n. Hence, I ha e ocused on wha s uden s should know and be able o
do a he end o he uni bea ing in mind bo h he opic and he lexical and g amma ical
con en s ha ha e been selec ed (see Appendix II).
Now I will alk abou he con en s chosen o he c ea ion o he uni plan. I
decided o depa om a speci ic opic which a e cybe ne ic c imes and a communica i e
si ua ion ha may ake place which is gi ing ad ice. Tha is, I decided o ollow a
Si ua ional and Thema ic syllabus. Thus, be o e hinking abou he con en s hemsel es,
I selec ed he opic I wan ed s uden s o deal wi h. I chose cybe ne ic c imes because
lea ne s a e ac ual use s o social ne wo ks and many digi al sou ces whe e hese c imes
may occu . The e o e, I conside ha hey can ake ad an age o he opic. A e ha ing
elec ed he main heme, I ca ied ou some esea ch abou hese c imes o ge o know
he mos signi ican poin s abou i , i s ypes, impac e c. Once he esea ch was done, I
p oceed o make a lis o sub opics o include in he uni . Fo ins ance, one o he ac i i ies
ha helps o wo k one o he main skills ( eading) deals wi h he sub opic o cybe bulling
as i is a phenomenon ha a ec s eenage s. La e on, I made a selec ion o ele an
ocabula y ha s uden s should know and may need o ca y ou he p ojec . In ega ds
o g amma , I e ised he manda o y con en s s a ed by he A agonese Cu iculum o be
augh in 3 d o ESO. A e ha , I chose he g amma con en s which be e ixed wi h he
communica i e si ua ion. Tha is, modal e bs o gi e ad ice abou he isk o cybe ne ic
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c imes. I conside ha Si ua ional and Thema ic syllabus can be ad an ageous o
lea ne s as i compels hem o use he a ge language in an au hen ic communica ion.
The e o e, he main wo pilla s used o bo h c ea e he objec i es and selec he
con en s a e he me hodology selec ed and he A agonese Cu iculum, which ha e been
used aking in o accoun he pe spec i e o Si ua ional and Thema ic syllabus.
5. 3 Lesson Plan
The uni plan “Mind Cybe ne ic C imes!” is cons i u ed by six lessons o i y
minu es each. The c i e ia chosen o designed and o ganize he ac i i ies is ex ac ed om
he chosen me hodology, ha is p ojec based language lea ning (PBLL), as well as om
he Cu iculo A agones. As i has been p e iously explained, PBLL is based on he
accomplishmen o a se ies o s ages. The e o e, I ha e ollowed he men ioned s ages o
con ibu e o he s uden s’ equi ed p epa a ion o he c ea ion o he inal p ojec .
The e o e he uni plan is dis ibu ed as i ollows:
The i s lesson co esponds o he ac i a ion s age. Lessons wo and h ee a e
dedica ed o he disco e y s age. Mo eo e , lesson ou co e s bo h he disco e y and
deepening s ages. Simila ly lesson i e is designa ed o he planning, c ea ing and
publishing s ages. Finally, lesson six se es o execu e he six h and inal s age. Tha is,
he assessmen s age.
Following PBLL p emises, I ha e c ea ed ac i i ies which a e simple a he
beginning o he uni and which become mo e demanding while lea ne s go h ough he
uni . Thus, di icul y goes in c escendo posing challenges which a e p og essi ely mo e
exigen o s uden s o be able o accomplish hem bu also o lea n some hing new.
In o de o comply wi h he p inciples o CLT app oach and PBLL me hodology,
I ha e o ganised s uden s in g oups so ha hey a e exposed o he eache s’ inpu bu also
o hei ma es one. Mo eo e , hey mus o m a eam o wo k wi h all along he uni .
Hence, as hey a e equi ed o do he ask all oge he , communica ion will ake place he
as majo i y o he ime. The e o e, he communica i e compe ence will be de eloped
as i is a he cen e o he uni plan.
Now I will p oceed o b ie ly commen on he di e en ac i i ies ha con o m he
uni plan. As he me hodology ha I ha e chosen o de elop his uni is PBL, he i s
16
hing ha I ha e planned is he inal p oduc ha s uden s mus achie e. In his case, he
inal p oduc is a digi al lap book whe e s uden s mus include in o ma ion abou
cybe ne ic c imes and also some piece o ad ice in o de o p e en hem. Thus, he
ac i i ies chosen and designed all alone he uni a e di ec ed o he accomplishmen o he
men ioned p ojec .
Rega ding he ac i i ies, in he i s lesson I ha e included an ac i i y o se en
minu es in which I am going o p ojec some sen ences abou mysel . S uden s ha e o
guess wea he hey a e ue o no . Mo eo e , I will also p ojec some ques ions which
some s uden s and mysel will answe . The main aim o he ac i i y is o ake in o accoun
s uden s’ indi idual di e ences. Mo e speci ically, he issues o anxie y ha , as i has
been explained, can a ec lea ne s’ lea ning p ocess. I decided o include such an ac i i y
because I obse ed du ing he P ac icum ha some s uden s expe ienced his eeling
when acing a new eache . Mo eo e , he ac i i y also allows me o ge o know he
s uden s and gain con idence.
Fo a p ojec o ake place, a challenge mus be p oposed o he lea ne s. In his
case I ha e decided o make use o he ICTs o c ea e a Voki message ha p opose he
d i ing ques ion o he s uden s. In my opinion, in oducing he challenge in such a way
calls s uden s a en ion a ising cu iosi y and also aise hei le el o mo i a ion.
In ega ds o he inal p ojec , s uden s a e equi ed o c ea e a digi al lap book
elling in o ma ion abou he cybe ne ic c imes ha exis and gi ing some ips abou how
o a oid hem. Th ough he session s uden s can ind di e en ac i i ies which con ibu e
o he c ea ion o his inal p ojec . In he i s session, hey a e p o ided wi h ocabula y
o he opic h ough a Wo ld cloud. Mo eo e , hey can ob ain in o ma ion abou he opic
h ough a eading on cybe bulling and h ough a lis ening o a eal ha p esen s
cybe ne ic c imes as a business. In o de o p epa e s uden o c ea e he lap book i sel ,
hey a e p o ided wi h se e al examples o sen ences con aining modal e bs. The e o e,
g amma is p esen ed in an induc i e way as lea ne s ha e o in e he ules by
hemsel es. Hence, hey will be able o gi e some ad ice on he opic. Fu he mo e, he e
a e wo ac i i ies which a e specially ocused on he s uc u e o he lap book. The o me
one shows examples o lap books ha s uden s mus ead so as o iden i y he pa s ha i
mus ha e. The la e p esen s a lis o ips. Some a e con enien and o he s a e no and
his is p ecisely wha lea ne s mus decide.
17
In o de o a end o he a ied lea ning s yles o he s uden s he e a e se e al
con en s ha a e p esen ed in di e en ways. When eaching he g amma , s uden s a e
p o ided wi h some examples o sen ences con aining modal e bs o hem o in e he
ules. Howe e , hey also ha e a hei disposal a ideo whe e a eal con e sa ion in
which modal e bs a e used akes place. Besides, in he snap ac i i y s uden s ha e ca ds
wi h ocabula y, bu also a eco ding in which hose wo ds appea in o de o acili a e
hei lea ning p ocess. This a ie y also se es somehow as sca olding. Howe e , he e
a e ac i i ies which a e speci ically sca old. Fo ins ance, he eading may be equipped
wi h a box con aining he mos complex wo ds ei he ansla ed o accompanied by hei
de ini ion. In he case o he lis ening, he sub i les can be used so as o acili a e
comp ehension. Mo eo e , i will be played wice so ha s uden s can each a be e
unde s anding. I i is oo di icul , eache can play he lis ening and s op when an
answe s has been lis ened o so ha s uden s ha e mo e ime and aid o unde s and i .
In ela ion o he eedback, all he ac i i ies ha s uden s ha e o ca y ou will be
co ec ed by he eache , ei he hand i in o collec i ely. Mo eo e , I ha e decided o
include he eedback ca ousel in he planning s age o lea ne s o ecei e no only he
eache s’ eedback bu also hei ma es one. Consequen ly, e en hough he e a e eams
e e y one is aking ad an age o he o he ideas, sugges ions and ecommenda ions
os e ing com adeship and discou aging compe i ion.
Ha ing gone all h ough he uni , I would say ha i is con o med by ac i i ies
ha y o p epa e s uden s o he accomplishmen o he inal p oduc , bu hey also
con ibu e o he de elopmen o se e al compe ences, chie ly he communica i e one,
and enhance he lea ning p ocess o he s uden s by aising hei awa eness on he opic
a he same ime ha hey acqui e he English language.
5.4 Ma e ials
I will dedica e his sec ion o deal wi h he issues o ma e ials. I will b ie ly explain
how I c ea ed and selec ed he ma e ials ha con o m he uni plan en i led “Mind
Cybe ne ic C imes!”.
The c i e ia ollowed o selec he ma e ials ha e been d awn om he di e en
s ages ha con o m he PBLL me hodology. Hence, I needed ma e ials which ixed in
18
each s ep ha mus be ollowed when using he abo e men ioned me hodology.
The e o e, ma e ials should ac i a e s uden s’ p e ious knowledge a he beginning o he
uni . Besides, hey mus allow lea ne s o explo e and disco e as well as o gain a deepen
knowledge bo h on he opic and on he language. La e on, ma e ials should enable
s uden s o o ganized he acqui ed knowledge so ha hey can p oceed o c ea e he inal
p oduc . Tha is, he ma e ials chosen p og essi ely became mo e challenging and
demanding as he uni ad anced. Fo ins ance, he Wo d Cloud ac i a es s uden s’
knowledge as i allows hem o make di e en connexions be ween concep s. Howe e ,
cogni i ely speaking, i is less demanding han he deba e whe e s uden s mus ely on
he knowledge al eady acqui ed o pa icipa e.
Fu he mo e, as he A agonese Cu iculum indica es ha he lea ning p ocess o
a o eign language mus in eg a e he de elopmen o he ou skills which a e: lis ening,
eading, w i ing and speaking, I wan ed o pay a en ion o hem (O den ECD/2016 de 26
de mayo). The e o e, al hough some o hem ha e been gi en mo e p io i y ega ding
he e alua ion, I ha e c ea ed o selec ed se e al ma ials o wo k all o hem.
Rega ding he c ea ion o ma e ials, he e a e some ma e ials ha ha e been
designed by mysel whe eas o he s ha e been bo owed. I decided o c ea e ma e ials
when wha I wan ed o achie e was e y conc e e. This is he case o he Voki message
which poses s uden s a e y p ecise ques ion, o he Wo ld Cloud in which I wan ed o
include a speci ic ocabula y. None heless, he e a e o he ma e ials such as he eadings
o he lis ening which a e a ailable in educa ional websi es o o he eliable sou ces which
pe ec ly i wi h he opic o he uni . In hose cases I bo ow he ma e ials bu some imes
I also c ea e he ques ion mysel o di ec s uden s’ a en ion owa ds wha I conside
specially signi ican . Fu he mo e, I conside ha using au hen ic ma e ials may help o
show s uden s he use ulness o he language. Howe e , i he ma e ials a e no adequa e
s uden s may be demo i a ed. Consequen ly, he eache mus be able o iden i y he
necessi ies o he s uden s and adjus he ma e ials when necessa y.
Hence, I ha e c ea ed and selec ed he ma e ials o he uni “Mind Cybe ne ic
C imes!” ollowing he unc ions equi ed in e e y s ep ha con o ms he PBLL
me hodology and he p emises s a ed by he A agonese Cu iculum.
5.5 E alua ion C i e ia

19
In his sec ion I am going o alk abou he e alua ion c i e ia c ea ed in o de o
assess s uden s’ pe o mance ega ding he uni “Mind Cybe ne ic C imes!”.
Fi s o all, I ha e e ised he e alua ion c i e ia o 3 d o ESO speci ied in he
A agonese Cu iculum and I ha e selec ed he mos app op ia e ones. A e ha ing
selec ed he c i e ia which concu he mos wi h he uni plan, I p oceed o de ine he
speci ic lea ning ou comes.
Ha ing chosen a PBLL me hodology o de elop he uni plan, I hough ha he
inal p ojec dese ed a g ea e a en ion ega ding e alua ion. Thus, a six y pe cen o
he ma k is composed by he digi al lap book, h ough which I assess s uden s’ w i ing
skills, and by he o al p esen a ion which allows me o e alua e lea ne s’ speaking skills.
In o de o e alua e s uden s’ pe o mance in bo h ac i i ies, I ha e designed a ub ic o
each one. I conside ha his is he mos app op ia e ool o assess he p ojec because he
ub ic includes di e en le els o pe o mance ha a e a ed. Besides, he ub ic also
p o ides eedback o he lea ne s. The e o e, i con ibu es o he imp o emen o he
lea ne s’ lea ning p ocess.
Fu he mo e, as my in en ion is o e alua e all he skills, I ha e dedica ed a hi y
pe cen o he ma k o alue lis ening and eading. I will ca y ou his e alua ion by
means o he ques ions c ea ed o he lis ening and selec ed o he eading ac i i y. The
o me is assessed h ough open ques ions and he la e h ough mul iple choice
ques ions. Mo eo e , I ha e ese ed a en pe cen o he inal ma k o pee assessmen .
The eason o do his is ha s uden s de elop capaci y o e lec on hei ma es’ wo k and
hei own wo k and hey lea n how o e alua e hei lea ning as well as hei skill
de elopmen . In addi ion, s uden s may be mo e mo i a ed when gi en he oppo uni y
o assess hei own pe o mance.
To sum up, as i has been explained, he p ojec will ecei e mo e impo ance due
o he ac ha i is whe e s uden s show a g ea e demons a ion o lea ning. Howe e ,
eading and lis ening skills will also be assessed al hough hey ecei e a mino
pe cen age. Finally, s uden s will be in ol ed in he e alua ion p ocess h ough a pee
assessmen ub ic.
20
6. Conclusions
The c ea ion o he uni plan en i led “Mind Cybe ne ic C imes!” has mean an
imp o emen ega ding he o me uni plan “C ime” as i e ol es a ound he concep s
o communica ion, in e ac ion and coope a i e and collabo a i e wo k and also shows
se e al inno a ions because o he ollowing eason:
The PBLL me hodology equi es g oup wo k which inhe en ly implies a cons an
low o communica ion among he membe o he eam. Simila ly, he ac o wo king
h ough g oups con ibu es o he c ea ion o in e ela ions among he lea ne s. Thus,
coope a ion and collabo a ion is also os e ed.
Mo eo e , he c ea ion o wide a ie y o ac i i ies i is conside o be mo e
ad an ageous o he lea ne s as i con ibu es o b oaden hei lea ning expe ience
because mo e con en s and esou ces a e p o ided. In addi ion, i equips he lea ne s wi h
a g ea e a ie y o ools which implies a mo e compe en p epa a ion ega ding bo h
quali y and quan i y.
Fu he mo e, whe eas in he o me uni he di e en lea ning s yles o he
s uden s we e no paid a en ion o, he uni plan “Mind Cybe ne ic C imes!” p esen s
se e al ac i i ies which o e a ied lea ning oppo uni ies since he e a e some ac i i ies
which combine he kines he ic and audi o y s yles a ending o he ap i udes o he
s uden s.
Besides, I conside ha he uni is mo e mo i a ing o he lea ne s because hey
will pa icipa e in a g ea e ex en due o he ac ha hey a e wo king in g oups.
The e o e, as hey eel lees exposed hei le el ne ousness dec eases ob aining as a esul
a mo e quali ied wo k.
Ano he posi i e aspec o his uni is ha i p omo es a close ela ionship
be ween he eache and he s uden s. This is so because he uni includes an ac i i y
which allows s uden s o ge o know he eache and ice e sa. This is done h ough a
guessing game and se e al ques ions. This enables he c ea ion o a wo king a mosphe e
which is mo e p opi ious o lea ning o be p o i able.
Finally, in ega ds o he concep s o e alua ion I ha e also in oduced an
inno a ion since i is no only ca ied ou by he eache , bu also by he s uden s
hemsel es. This ac allows s uden s o acqui e sel -c i icism ega ding hemsel es and
21
hei ma es and also posi ions hem on he ole o eache c ea ing a g ea e deg ee o
empa hy wi h him o he .
Howe e , he ul ima e aim o he c ea ion o his uni plan is o implemen i in a
eal con ex . A ac ha ha e no been possible and ha impedes he con i ma ion o he
e ec i eness o he imp o emen o e ed in he uni .
In o de o conclude, he uni p omo es a ludic and in e ac i e lea ning expe ience
wi hou unde mining he signi icance o a se ious heme ha a ec s in a g ea deal ou
socie y as cybe ne ic c imes a e. Bu all he imp o emen s ca ied ou in he uni plan
ha e been inspi ed by he ul ima e aim o he educa ion, ha is helping s uden s o lea n
in a sa is ac o y and p o i able way.
Wo ks ci ed
B andl, K. (2008). Communica i e Language eaching in Ac ion: Pu ing
P inciples o Wo k. Pea son P en ice Hall.
B own, H.D. (1941). P inciples o Language and Teaching. Lib a y o
Cong ess. 130.
B own, H. D. (2007) 3 d 3ed. Teaching by P inciples: An in e ac i e App oach o
Language Pedagogy: New Yo k: Pea son Longman, 46-47
Dahlg en , M.A, Cas ensson, R and Dahlg en, L.O .(1998). PBL om he
Teache s' Pe spec i e: Concep ions o he Tu o 's Role wi hin P oblem Based Lea ning.
Sp inge . Re ie ed om: h p://www.js o .com/s able/3448208
Dö nyei, Z. (1994). “Mo i a ion and Mo i a ing in he Fo eign Language
Class oom”. The Mode n Language Jou nal 78:3, 273-274
Dö nyei, Z. (2009). “Communica i e language eaching in he 21s cen u y: The
'p incipled communica i e app oach'”., 1
Ellis, R. (2012). The S udy o Second Language Acquisi ion. Ox o d: OUP, 783-
784
Gil, Vicky (2019). Designing o Lea ning Ac i i ies o EFL.[Class oom
Ma e ial]. Uni e sidad de Za agoza, Za agoza, España.
22
Ha ie, J and Tempe y, H. (2007). The Powe o Feedback . Ame ican Educa ional
Resea ch Associa ion, 81 Re ie ed om: h p://www.js o .com/s able/4624888
Hedge. (2000). Teaching and Lea ning in he Language Class oom. Ox o d:
OUP, 13
K ajcik, J and Blumen eld, P.(2006). P ojec -Based Lea ning. In R. Sawye (Ed.),
The Camb idge Handbooks o he Lea ning Sciences (Camb idge Handbooks in
Psychology, pp 317-334). Camb idge: Camb idge Uni e si y P ess.
Ligh bown, P. M. (2000) “Anni e sa y A icle: Class oom SLA Resea ch and
Second Language Teaching”. Applied Linguis ics 21.4, 435
Ma ín Pe is, E nes o. (2007). La enseñanza de los idiomas mode nos: de los
p ocesos a los con enidos. ma coELE. Re is a de Didác ica Español Lengua Ex anje a,
(5),1-14.[ echa de Consul a 22 de Julio de 2020]. ISSN: . Re ie ed om:
h ps://www. edalyc.o g/a iculo.oa?id=921/92152376012
Mi chel, R, Myles, F and Ma sden, E. (2013). Second Language Lea ning
Theo ies. London: Rou ledge.
O den ECD/2016 de 26 de mayo, po la que se ap ueba el cu ículo de la
Educación Secunda ia Obliga o ia y se au o iza su aplicación en los cen os docen es de
la Comunidad Au ónoma de A agón. Anexo ll Cu ículo de las ma e ias de la ESO.
Richa ds and Rodge s. (2001). “The Communica i e App oach”. Communica i e
Language Teaching
Richa ds, J. C. (2006). Communica i e Language Teaching Today. New Yo k:
Camb idge Uni e si y P ess, 2
Robinson, Pe e . (2010). Cogni ion and Second Language Ins uc ion. Camb idge
Uni e si y P ess 2001, 320
Tseng, S.-S., & Yeh, H.-C. (2019). Fos e ing EFL eache s’ CALL
Compe encies Th ough P ojec -based Lea ning. Educa ional Technology & Socie y, 22
(1), 94–105. Re ie ed om: h ps://www.js o .o g/s able/10.2307/26558831
Van de Pol, J, Volman, M and Beishuizen, J. (2010). Sca olding in Teache —
S uden In e ac ion: A Decade o Resea ch. Sp inge . Re ie ed om:
h p://www.js o .com/s able/23364144
29
 go wi h
Taken om h p://d eam eade .ne /lesson/cybe -bullying/
6.Sample o g amma slide wi h sen ences con aining examples o modal e bs
(c ea ed by he eache ) and eal con e sa ion gi ing ad ice by using modal e bs.
h ps://you u.be/2HNDWbIWMFI
7. Lis ening and open ques ions (c ea ed by he eache )
h ps://you u.be/Pm1Wgd9bbOk
- I you eel dizzy, you should si down.
- You mus n’ accep hings om people ha you don’ know.
- You should go o he den is i you ha e oo hache.
- You mus pay a en ion when c ossing he s ee .

30
1 Wha is echnology becoming ega ding he ideo?
2 Wha is cybe c ime nowadays? How does i wo k?
3 Wha di e ence does cybe c ime has in compa ison wi h o he ypes o c imes?
4 Wha is he a e age ime o de ec ion acco ding o he la es s udies in 2014?
5 Wha is he p oblem abou cybe c imes e idences?
6 Ha e all he coun ies laws ha allow hem o igh cybe c imes? Why?
7 Wha does he speake hink ha should be he “nex big echnology”?
8 a. Snap Ac i i y: ca ds c ea ed and sha ed by he eache o s uden s o p ac ice
ocabula y. S uden s ha e o desc ibe he wo d ha appea on he ca d o p o ide
a synonym o i .
Ha assemen
F aud
Ex o ion
31
8b. Audio ape con aining cybe c ime ocabula y (c ea ed by he eache )
h ps://d i e.google.com/ ile/d/1sYRlPYZSWE-
4W2n YUuKIEFlWUpsUXJS/ iew?usp=d i esdk
9. Lis o ips o he c ea ion o he lap book (c ea ed by he eache )
-Choose on s ha a e easily eadable ✔️ ❎
-Lis he main poin s ✔️ ❎
-Gi e clea and engaging messages ✔️ ❎
-W i e e y long pa ag aphs con aining a lo o in o ma ion ✔️ ❎
-Any pic u es o d awings should be included✔️ ❎
-Make use o di e en colou s o ecall eelings and se he a mosphe e o you design ✔️
❎
-T y o make a design which is balanced ega ding ex and isuals ✔️ ❎
-When w i ing he headings and subheadings use a smalle on size ✔️ ❎
-Include all he in o ma ion in he same sec ion ✔️ ❎
-Do no le any whi e space on he lap book ✔️ ❎
Cybe he
P i acy
In asion
32
10. Examples o iden i y he pa s ha con o m he s uc u e o he digi al lap book.
(C ea ed by he eache )
11. Thinke keys o he deba e (c ea ed by he eache )
Wha i : you we e a ic im o cybe bulling?
Re e se: hink abou in o ma ion ha should ne e be p o ided
on he ne and why?
Disad an ages: o ha ing ou mobile phone wi h us he whole
ime.
33
P edic ion: make a p edic ion abou how cybe c ime would be in
30 yea s.
Di e en Uses: hink abou di e en uses o hacking a ne wo k.
12. Exi Ticke (c ea ed by he eache )
34
13. Ci cle o View Poin s
14.O al P esen a ion Rub ic
Ca ego ies 3p
Excellen (0,75)
Good (0,6)
Accep able (0,5)
Poo (0,4)
Use o English
0,75
The s uden uses an
app op ia e ocabula y
and g amma ical
s uc u es in he whole
o al p esen a ion.
The s uden uses an
app op ia e use o
ocabula y and g amma ical
s uc u es in mos o he
o al p esen a ion.
The s uden makes an
app op ia e use o
ocabula y and
g amma ical
s uc u es some imes.
The use o
ocabula y and
g amma ical
s uc u es is no
app op ia e
P onuncia ion
0,75
The s uden does no
make any
p onuncia ion mis ake
The s uden makes e y
ew p onuncia ion mis akes
ha do no a ec
in angibili y
The s uden makes
se e al p onuncia ion
mis akes al hough
hey do no a ec
in elligibili y.
The s uden makes
many p onuncia ion
mis akes which can
a ec in elligibili y.
I am hinking abou cybe ne ic c ime om he poin o iew o a hacke
I am hinking abou cybe ne ic c ime om he poin o iew
o a go e nmen
I am hinking abou cybe c ime om he poin o iew o a
woman/ men who is 50

35
15. W i en Lap Book Rub ic
S uc u e
0,75
The dialogue is
cohe en and well-
s uc u ed and
connec ed.
The dialogue is cohe en
and well-s uc u ed and
connec ed in mos o he
occasions.
The dialogue lacks
some cohe ence,
s uc u e and
connec ion.
The is no
cohe ence, s uc u e
o connec ion in he
dialogue.
Time Limi
0,75
The s uden is able o
c ea e a good
in e oga ion dialogue
in he ime limi
p o ided.
The s uden is able o c ea e
a co ec in e oga ion
dialogue in he ime limi
p o ided.
The s uden c ea es an
accep able
in e oga ion
dialogue in he ime
limi p o ided.
The s uden is no
able o c ea e a good
dialogue in he ime
limi p o ided.
Ca ego ies
3p
Excellen (0,75)
Good (0,6)
Accep able (0,5)
Poo (0,4)
Use o
English
0,75
The s uden uses an
app op ia e ocabula y
and g amma ical s uc u es
in he whole lap book.
The s uden s uses an
app op ia e use o
ocabula y and
g amma ical
s uc u es in mos o
he lap book.
The s uden makes an
app op ia e use o
ocabula y and
g amma ical s uc u es
some imes.
The use o
ocabula y and
g amma ical
s uc u es is no
app op ia e
Spelling
0,75
The s uden s does no
make any spelling mis ake
The s uden makes
e y ew spelling
mis akes.
The s uden makes some
spelling mis akes.
The s uden makes
se e al spelling
mis akes.
S uc u e
0,75
The s uden s uc u es he
lap book in di e en and
well-de ined pa ag aphs
and he/she makes an
app op ia e use o
connec o s.
The s uden
s uc u es he ex in
di e en pa ag aphs
and he/she makes use
o connec o s.
The s uden s uc u es
he ex in pa ag aphs
( he s uc u e is qui e
con used) and
some imes he/she makes
use o connec o s.
The s uden does no
s uc u e he ex ( i
is no well-o ganised)
and he/she does no
make use o
connec o s.
Space
Limi
0,75
The s uden is able o
c ea e a good and well-
s uc u ed w i ing in he
space limi p o ided.
The s uden is able o
c ea e a co ec and
almos well-
s uc u ed w i ing in
he space limi
p o ided.
The s uden c ea es an
accep able and mo e o
less well-s uc u ed
w i ing in he space limi
p o ided.
The s uden is no
able o c ea e a good
and well-s uc u ed
w i ing in he space
limi p o ided.
36
16. Pee Assessmen Rub ic
Assessmen
C i e ia
SELF
Con ibu ion o ideas
and sugges ions o
he p ojec
E iciency in
ca ying ou he asks
assigned by he
g oup
Con ibu ion o he
p epa a ion o he
p esen a ion
O e all con ibu ion
o he p ojec
Sco e ou o 1 poin
(10 %)
Ra ing scale ha
mus be used o
o ien he
punc ua ion
Ve y Li le (0, 1) , Limi ed (0,2), Some (0,3-0, 4) , Signi ican (0,5-
0,6), Conside able (0,7-0,8), Ou s anding (0,9-1)
Appendix V: E alua ion C i e ia
E alua ion C i e ia
Compe ences
E alua ion
Tools and
Pe cen ages
C i Ing 1.1 Comp ende la in o mación gene al, especí ica y
algunos de alles ele an es en ex os o ales b e es y bien
es uc u ados, asmi idos de i a oz o po medios écnicos, en
di e en es egis os sob e asun os co idianos, gene ales o de su
in e és, aplicando es a egias de comp ensión adecuadas,
iden i icando las p incipales unciones comunica i as y los
pa ones sin ác ico-discu si os asociados a ellas, econociendo el
léxico de uso común y los pa ones básicos de p onunciación.
CCL-CMCT-
CD-CAA-CSC-
CCEC
Class ask-
lis ening
ques ions
(15%)
37
C i Ing.2.1 P oduci mensajes o ales b e es (monólogos o
diálogos) en un egis o adecuado y un lenguaje sencillo, sob e
emas co idianos, gene ales o de su in e és, aplicando es a egias
de plani icación y ejecución adecuadas, exp esando las unciones
comunica i a eque idas median e el empleo de los exponen es
lingüís icos asociados, los pa ones discu si os, el léxico de uso
común y los pa ones básicos de p onunciación, pa a o ganiza el
ex o con la su icien e cohe encia y cohesión in e na.
CCL-CMCT-
CD-CAA-CSC-
CIEE-CCEC
O al
P esen a ion
Rub ic (30%)
C i .Ing. 3.1. Comp ende la in o mación gene al, especí ica y los
de alles más ele an es de ex os esc i os b e es y bien
es uc u ados, en di e en es es ilos, sob e emas co idianos o de su
in e és, aplicando las es a egias de comp ensión adecuadas,
iden i icando las p incipales unciones comunica i as y los
pa ones sin ác ico-discu si os asociados a ellas, econociendo el
léxico de uso común y las p incipales eglas o og á icas,
ipog á icas y de pun uación,
CCL-CMCT-
CD-CSC-CIEE-
CCEC
Class ask-
eading
ques ions
(15%)
C i Ing. 4.1. P oduci ex os esc i os b e es y sencillos, sob e
emas co idianos o de su in e és y en di e en es egis os, aplicando
es a egias básicas de plani icación y ejecución, exp esando las
unciones comunica i as eque idas median e el empleo de los
pa ones sin ác ico-discu si os asociados a ellas, el léxico común y
las p incipales eglas o og á icas, ipog á icas y de ac uación, pa a
o ganiza los ex os con cla idad y con su icien e cohe encia y
cohesión] in e na.
CCL-CMCT-
CD-CAA-CSC-
CIEE-CCEC
W i en Digi al
Lap Book
Rub ic
(30%)
SCC
Pee
Assessmen
Rub ic (10%)